Great article, Yvanna!!

I think you hit the nail on the head. I'm a Professor and was fortunate enough to go to the most prestigious graduate school in my field because my UG Prof said I should apply. I had thought of it, but it wasn't until his encouragement that I did.

My life was forever changed.

Granted that was College, but the same applies at all educational levels. So what we know to be true is: Teachers matter!

But one thing missing from your piece though is the role of parents. Parents who actively play a part in their kid's education (demanding action from schools, not just signing permission slips) are more likely to know the system enough to see that their kid is placed in AP classes. (Oh, is the World Lit program still there? Were there higher numbers in the past?)

But I fear that, like it or not, socioeconomics plays a major part of this in that parental education attainment has long been noted as a factor in their kid's education.

Here's a story from The Australian: "While a parent's level of education has been long recognised as an indicator of a student's success at school..."

http://www.theaustralian.com.au/higher-education/income-shaping-childrens-progress-at-school/story-e6frgcjx-1226235984477

(Patch, I'm LOVING the young voices you feature. Keep it up!!)

I love the young voices as well.. and will definitely keep them coming. This article, to me, is fascinating.

That's a terrific article, and I hope it results in action at the high school. Definitely not okay to have something like this remain status quo. Also, overall it's very inspiring to hear/read from such intelligent, motivated MHS students. I agree with prof. Keep 'em coming.

Wonderful opinion piece, Yvanna.

And I agree with the Prof: Patch should continue to feature voices from the MHS community. So often, discussions about education in Montclair revolve around abstractions and data. Having students speak for themselves about the educational experience at MHS specifically and in Montclair generally is a really useful counterbalance.

I actually have a huge problem with this article. While I admire Yvanna for speaking out and writing into her local news source (I love when young people get involved in the news and current affairs in general; there is too much apathy right now from the younger generation), I don't necessarily agree with her view on why there are less African Americans in honors and other high level classes.

Yvanna mentions the feeling of seclusion and how uncomfortable it gets when things like the Civil War or slave trade are discussed in high-level history classes. While I understand students may be inclined to look at those who would have a higher emotional stake in those historical events, I think the fact that a student feels the need to look directly at a student of color is a problem in itself. There are two problems here. It is not just about encouragement of African Americans, but about the diversity education of those who are not of color or other minority/racial status.

Secondly, I don't find Yvanna's seclusion argument to be convincing when it comes to other AP or Honors classes. When I was in high school, Honors and AP classes were offered for just about every major class - English, History, Biology, Chemistry, Physics, and all of the languages that were offered at the school. I took AP Biology and did not experience anything that would make it uncomfortable or isolating for someone of a different race. I find it hard to believe other classes would have that same problem.

I also want to clarify that I do not necessarily have an answer to this problem of having less African Americans in higher level classes, but I do believe the problem is deeper than seclusion and feeling uncomfortable. There is nothing uncomfortable about Algebra II, Calculus, or Pre-Calculus. And last I heard, some of these higher level classes were actually requirements to graduate as well.

As a parent of a fairly new MHS student, it's amazing to me -- and disheartening -- to see how much of the system seems to run on inside information passed down by affluent parents who can afford the tutors, work the inner channels of the school as needed, and generally get what they want for their kids. While such "working the system" obviously has no monopoly on black or white parents, it does require one parent (in most cases the mother) to be wired into the whole schooling experience on a day in and day out basis to a degree certainly my parents never were. I don't know what the answer to this is, but it certainly comes as no suprise to me that affluent parents with connections get their kids time and again into the "best" classes, with the "best" teachers, with the "best" schedules. And if they get anything less than that they are in the principal's face when the doors open up Monday morning. Information is the best commodity in navigating the schools. And clearly a single parent working long hours is in nowhere near the position that many others in this town are to micro manage the school experience of their kids.

Great piece, Yvanna! As the parent of two Black students who graduated MHS and went on to college--and my daughter was the 2011 National Merit Scholar finalist who took pretty much all AP and High Honors classes--it's vital to remember that this is a multi-faceted issue with no single solution. At its root is the school-to-prison pipeline, well-documented, that begins tracking Black students in early elementary school. As many parents of Black children in Montclair public schools will attest, staying on top of this, being proactive and working on your child's behalf in even the best school system (public, private or parochial) is pretty much a non-stop battle and a full-time job. Yvanna's sharing of the dynamics of being stared at, secluded, are, reflect the reality, not just of MHS, but of our entire society, and it's easy to understand. For context, it's all important to remember that many of the parents of our students have not themselves attended college, and so the culture of setting your child on that path and navigating that universe is often unfamiliar. Montclair is very blessed to have the nationally acclaimed IMANI College Advocacy Center, which makes a tremendous difference in fighting these very battles. IMANI is so successful that it's grown to include the middle and elementary schools. Yvanna, please continue to raise awareness--we need brilliant, eloquent voices such as yours!

I'm sorry (and I know I'll be pilloried) But lack of sufficient encouragement sounds like a parental problem to me. And "being gawked at" (who knew AP classes were such hot beads of racism?) sounds dubious, but even so, it sounds like excuse-making to me.

What would be interesting to know, is what percentage of those minority students eligible to take AP classes do so, compared to similarly qualified white students. If there is a disparity then THAT would point to some kind of motivational issue. If there is no disparity, then the problem is more the general achievement gap issue.

I am also a CGI student (Civics & Gov't Institute) and founder/editor of The Bull at MHS, (http://thebullmhs.com) a student-run blog reporting on news and events at Montclair High.
I agree that there are far fewer African American students in the higher level classes at MHS but I disagree with some of the reasons stated. As she mentioned, there are numerous opportunities to get assistance at MHS, but I feel that lunch-time tutoring is well advertised in frequent emails to parents, with fliers all over school, and by teachers. Some students choose not to take advantage of this great resource for many reasons. I don't look forward to spending my lunch time getting help, but when I recognize that I need it, I go. Lack of support and encouragement from certain teachers is an equal opportunity problem, as I have experienced. It is also important to get encouragement from parents. Having worked at IMANI, I know this program is also effective.
It is apparent to me that many minority students, when choosing a small learning community, choose CSJ (Center for Social Justice) instead of CGI. There are only three African American students in my CGI classes, but all of them take the highest level offered (AP in history and High Honors in English). That issue is more perplexing and may explain why the writer of this article, also a CGI student, feels singled out. As a blonde, I might feel out of place in CSJ.
CGI and CSJ have formed a committee to talk about this self-segregation.

I commend Yvanna for speaking about an issue that is definitely prevalent in many schools, not just MHS. However, what MHS provides that many other schools do not are absolutely no requirements to take Honors, High Honors or Advanced Placement classes. Anyone can take them...so then why are there less African-American students taking the courses?

In my own work within inner-city schools that are predominantly populated by minority students, part of the issue (that is not being mentioned here) is the perception that "being in higher-level classes is 'acting' white". It becomes a self-fulfilling prophecy of "I don't belong in that class because no one else in there is like me" AND "I may face criticism and teasing from my peers for 'acting white'". These are very significant forces that prevent students from challenging themselves further. And if you have a teenager, or have worked with teenagers...perception is reality and students can be absolutely brutal with one another and has an overwhelming impact on what classes students take.

The student perspective is interesting and essential to understand the reason for the disparity but so is the perspective of the teachers.

Are the teachers encouraging students of color to take higher level courses? I'd like to know.

I think this town is changing...makes a good point. The problem is likely multifactorial but I think the impetus for change really has to start with the students themselves. Teachers and peers should motivate, push, encourage but if there is no value placed on high academic achievement by the student, then there will be little change. Teachers provide scaffolding, but a lot of motivation has to come from within.

Roc, I mentioned parents also-- it's obvious that most of this comes from the home.

BUT, being the only one, or few in a class is hard for most kids (even in a Town like Montclair). Which is why in College, many Black students will choose to take classes or major in those areas where there are other Black students. For visual proof, go to a HS, or college especially-- you'll see all the Black kids sitting at the same table. The reason is simple: at most schools, or classes, there are few Black, so lunch is the only time we get to be with other Black folks. This is also true for other groups (check this: http://www.amazon.com/Black-Kids-Sitting-Together-Cafeteria/dp/0465083617)

I'm reminded of THE COUNT. For Black folks (perhaps others do it too) walking into any room, we usually do a quick count to find out how many other Black folks are present (really, in most places, you can ask me how many other Black folks, and I'll have a good idea). I thought it was just me, until I mentioned it to a College VP who told me it was a known tenancy among Black professionals.

Though considering Ellis Cose's book, "The End Of Anger," perhaps this is a shifting tide. Interview here: http://www.npr.org/2011/05/31/136824394/the-end-of-anger-and-the-beginning-of-optimism

Still, for a kid in school if the choice is being one of a few and possibly being alienated by your same-race peers, or just not taking those classes. It's not crazy to see them choosing the latter.

Clearly there are multiple factors at play when it comes to a pupil selecting a HH or AP class. Personally I agree with the prof, that the family and parents play the biggest role in motivating a pupil to take on more advanced work. Alas, depending on age and persona there might be also social drivers at work.

Finally, I wonder how these statistics would change, if college education would be free for anyone above a certain SAT score.

Great article and great insight from a student! Let's hope this article can help change the culture and encourage more students to strive for higher and harder classes even if they are the only one of their race attending.

Being affluent or having involved parents aren't the only keys to success. Nor is it the responsibility of the teachers alone to provide encouragement. Reports have indicated that encouragement from any adult to a child not getting any support at home, can make a difference. So if a kid is reading these posts with parents not interested or supportive, don't feel like you are destined to doom! Encouragement from friend's parents, coaches and bosses are what motivated me to be the first in my family to earn a degree and then go on to have a successful career, despite resistance at home. It also took a backbone (or maybe just a sense of adventure) to take the route less travelled in my circles, be different and take classes knowing I'd be the only one of a different race. Feeling entitled to success is a dead end, especially in today's economy. Short-cuts don't pan out. Education, hard work, and determination to do well can go a long way.

My 2 cents - it starts in 5th grade where teachers begin the tracking of students for entrance into the middle schools. The teachers at my child's schools were completely non-responsive towards my requests for information ( as well as the requests by other parents of color) about this process. Other parents seemed to have gained the "inside scoop" about best classes/houses/etc. with the result that the children of color from my elementary have been placed into lower tracks and less desirable houses.

Habitus,

If the teachers were non-responsive- then go to the principal. If the principal is non-responsive, go see Alvarez. Those with an "inside scoop" are only those who ask around, speak to different folks and find out how things work.

Oh, and Butterfly-- nix the SAT. That test is not much of a predictor beyond (perhaps) first year success, which is why some schools are now not requiring them (See: http://chronicle.com/article/DePaul-U-Will-Make-SAT-and/126396/).

Some of us are watching and waiting for the Higher Education Bubble to burst.....

Can someone familiar with the Montclair K-12 system clarify if students are tracked as early as elementary school? I recall someone suggesting that if students aren't placed on an advanced track early on (as early as 6th grade), it is nearly impossible for the scholar to get the requisite preparation necessary for success in high school AP courses. In essence, AP becomes a non-option for those late maturing scholars.

Greg--As a high school parent, I can tell you this much. There's a little tracking in middle school in terms of math classes--in 7th and 8th grades, kids can opt for harder classes like algebra and geometry. They can self-nominate or be nominated by teachers. In order to take algebra 2 HH as a 9th grader, you have to have had algebra 1. But you can also take the algebra 1/2 HH hybrid in 9th and half of 10th grade. Either choice will put you on track for calculus by senior year; or earlier, if you took geometry in 8th grade.

But all those advanced classes are quite hard, and relatively few kids (of any color) are recommended for them. One determining factor is how well the student scores on standardized math tests. Hope that helps.

The teachers and administrators want kids to take courses that will challenge them but that they can succeed at (meaning get a B or better).

A further comment on requirements for AP classes - some years ago my daughter was recommended for an AP English class. She did not do well - at the first parent teacher conference we asked if she could go back to regular English. We were asssured that she would learn a lot and she should stay put. At the end of the semester she got an awful grade (d?). We then asked if she could make it up in the summer and were told "we don't rewrite history at MHS". So the classes are hard and demand extra work and even that might not be enough. Encouragement is great for those that are qualified to benefit, but beware. Teachers and guidance counselors should concur in the choice.

How could a black student possibly feel even remotely marginalized at a school whose student body is 42% black (www.greatschools.org)????? It would appear that the problem lies elsewhere. The above comments about being ostracized for "acting too white" are particularly disturbing. This town goes to almost absurd lengths to promote diversity. If you want to learn, then suck it up and apply yourself to the task instead of spending your time looking around the room.

Yvanna Saint-Fort,

What you are saying is dead on. When my daughter attended Montclair High School, she was in CGI and she felt like an outcast. She said that every time she would give the right answer or she would share her thoughts on a topic in class either the teacher or other students would ask her how she knew the information. (Just one of many examples) After two years, she felt so uncomfortable she dropped out of CGI. And, like you, she thought there wasn’t enough support for her at the school. (I was a college counselor, but I decided to stay home so that I could be there for her throughout the day when she needed it. I know that not every parent could do that) Her self-esteem suffered greatly while at MHS, but she is better now. As a second semester sophomore at Tisch, she is finally healing. I am so happy that didn’t happen to you. Your strength is inspiring!

This is the result of many years of being coddled. The teacher has a right to ask how a student arrived at an answer. Are you kidding me? If you're not willing to compete on a level playing field, and in a class that gives real, rather than inflated grades, you're not AP material and will hold the rest of the class back while monopolizing the teacher's time and making excuses for your lack of performance. The world is a competitive place. It's better to find out sooner than later.

Wrong. I was talking about my daughter's experience at Montclair High School - not mine. And her feelings and perceptions were and are valid.

"Why would a teacher question a student about the correct answer or an opinion?"

The description of the event is hearsay of hearsay. Ever play "operator?" as a child?

However, I can say that I ask my kids "how do you know" or "how did you come up with that" all the time, for answers correct and incorrect. The "how" is often as important as, and sometimes even more important than, the final answer. At least to me, teaching how to learn or how to think is more important than teaching facts.

FWIW, I also encourage such questions to be asked and answered where I work. In that environment, the answers are rarely as clear and well defined as in school. More, there's no "answer key" we can check. So the path by which some conclusion is reached is a very important part of validating the conclusion.

...Andrew

Ms. Saint-Fort - Congratulations. You've highlighted an opportunity and triggered productive discussion. But don't stop now. Form a working group made up of interested students, teachers and parents, and come up with some ideas to help address the need you've pointed to. What about a mentoring program...12th and 11th graders helping 10th and 9th graders, 8th graders helping 6th graders, 5th graders helping 3rd, 2nd and 1st graders? If that were instituted school-wide and the "mentor" students was given "credit" (e.g. a teacher letter of recommendation) that might create the culture change that you're looking for. Good luck!

I think deadeye and Andrew are rushing to stand on their soapbox and are missing the point of Tracey's post. Expecting a student to explain her reasoning is sound teaching--I think that goes without saying. However, it sounds like her daughter felt repeatedly singled-out in being asked to defend her position. Whether she really was or not, I don't really know because I wasn't there. But neither was anybody else posting here and so it makes sense to listen before rushing to condescend.